W-01 WRITING/COMPOSING:
W-1.1: Writing to Learn (Critical thinking): Students will use informal, first-draft writing as a tool to engage complexity and consider open-ended questions. This writing is not intended for an external audience.
Writing assignments will not all be graded final projects, but will include informal, ungraded assignments that allow students to pose questions and think through ideas.
W-1.2: Writing for an Audience: Students will use the composition process to create final documents ready to be viewed by external audiences, and will assess their progress toward meeting this goal.
W-1.2a: Revision and Assessment: To develop effective texts, students will utilize a composing process that includes planning, drafting, revising (including gathering feedback), assessing progress toward a goal, and attention to final presentation. As the final step of revision, students will mitigate surface errors that can impede clear communication.
Assignments will include rubrics that clearly state the goal of the process by listing characteristics of successful responses. Rubrics can be faculty or student-created.
Assignments will guide students through stages of the composition process.
Assignments will require due dates for drafts and final projects to encourage attention to the stages of composition.
Assignments will require peer and/or faculty comments as part of the revision/composition process to foster collaboration and reflection.
Assignments will incorporate self-assessment toward meeting the desired goal of the project as part of the revision process.
Assignments will direct students to proofread/copyedit/review their final work.
W-1.2b: Design: Students will use design elements suitable to the audience and purpose of their documents.
Assignments will require students to choose design elements suitable to a particular field or discipline.
R-01 Reading Process: R-1.1:Active Reading and Inquiry: In order to gain and support knowledge through reading, students will read actively and approach the reading of a text analytically.
Assignments will encourage students to consider how particular texts compare to others they have read/written.
Assignments will encourage students to use active reading skills as they respond to texts in discussion and in writing.
R 1.1a: Research Reading: Students will actively read formal academic and informal texts (such as journals, web media, email correspondence, interviews, government documents, etc.) to develop, support, and enhance ideas.
Assignments will ask students to evaluate and analyze the sources they find.
Assignments will use research reading as a means to explore and develop ideas and to test theories and theses, not simply to bolster ideas that are already formed.
R-1.1a.1: Visual Literacy: Students will use an active reading process to read charts, graphs, and multi-media texts, and to see the rhetorical importance of those visuals.
Assignments will expose students to a variety of non-linear texts and guide students’ active reading of such texts.
W-02, R-02 WRITING IN THE DISCIPLINE OR FIELD:
R 2.1: Discipline-Specific Reading: Students will understand the role(s) writing plays in the discourse of a particular field or discipline.
Assignments will expose students to discipline- or field-specific texts.
Assignments will ask students to identify characteristics of discipline- or field-specific communication and how it is shaped by audience and purpose.
W 2.1Discipline-Specific Writing: Students will understand and be able to utilize clear communication strategies and writing conventions that support success in a discipline or field.
Assignments will demonstrate to students how success in a particular field or discipline requires clear communication skills.
Assignments will require the application of discipline-specific writing conventions.
Assignments will help students place their texts within a larger conversation within a particular discipline or field.
W 2.1a: Discipline-Specific Research-Based Writing: Students will incorporate formal and informal sources into their own writing to develop, enhance, and support ideas.
Assignments will use research-based writing (including labs, reports, graphs, charts, case studies and other discipline-specific genres) to explore and develop ideas and to test theories and theses, not simply to bolster ideas that are already formed.
Assignments will ask students to use research-based writing as a way of entering a conversation with discipline-specific peers.
W-1.1: Writing to Learn (Critical thinking): Students will use informal, first-draft writing as a tool to engage complexity and consider open-ended questions. This writing is not intended for an external audience.
W-1.2: Writing for an Audience: Students will use the composition process to create final documents ready to be viewed by external audiences, and will assess their progress toward meeting this goal.
W-1.2a: Revision and Assessment: To develop effective texts, students will utilize a composing process that includes planning, drafting, revising (including gathering feedback), assessing progress toward a goal, and attention to final presentation. As the final step of revision, students will mitigate surface errors that can impede clear communication.
W-1.2b: Design: Students will use design elements suitable to the audience and purpose of their documents.
R-01 Reading Process:
R-1.1: Active Reading and Inquiry: In order to gain and support knowledge through reading, students will read actively and approach the reading of a text analytically.
R 1.1a: Research Reading: Students will actively read formal academic and informal texts (such as journals, web media, email correspondence, interviews, government documents, etc.) to develop, support, and enhance ideas.
R-1.1a.1: Visual Literacy: Students will use an active reading process to read charts, graphs, and multi-media texts, and to see the rhetorical importance of those visuals.
W-02, R-02 WRITING IN THE DISCIPLINE OR FIELD:
R 2.1: Discipline-Specific Reading: Students will understand the role(s) writing plays in the discourse of a particular field or discipline.
W 2.1 Discipline-Specific Writing: Students will understand and be able to utilize clear communication strategies and writing conventions that support success in a discipline or field.
W 2.1a: Discipline-Specific Research-Based Writing: Students will incorporate formal and informal sources into their own writing to develop, enhance, and support ideas.